RL 7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
This first activity is all about vocabulary that will be found in the book. It also includes vocabulary around the setting of the book. There are directions on how to do this activity above the puzzle pieces. All the students have to do is put the puzzle pieces together, fitting word with definition. For this activity, the student can either do the puzzle pieces online using the classtools.net website, or I could have all of the puzzle pieces cut out for them to put together on their desks. During this activity, the students will grow in their vocabulary knowledge and their phonics. For some words, the students could break them apart to find words or pre-fixes they know well.
2. Picture Show - Comprehension: Prior Knowledge
RL 7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
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I will use the Picture Show to show my students parts of the book. This way of showing the illustrations of the book is very similar to a picture walk. As my students and I move through the pictures, we will talk about what is going on in the pictures and how it could relate to the story. From the pictures, we could talk about how the story will develop and where the author wants the story to go. During this activity, the students will grow in their knowledge of figuring out what could potentially happen in the book. They learn to think ahead, and picture the stories in their head.
3. Maps - Comprehension
HSS 6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
As the book includes places in Europe, I want my students to know where those places are. By providing them with a map and talking about the places on the map, I can help my student's with their understanding of where everything is taking place in the book. Besides the places on the map, I can talk about the illustrations on the map. I would ask my students if they see any similarities between the countries due to the illustrations. If they did or did not, I would try to point out how certain countries have animal like creatures, while others have machines. This is because of alliances between the similarly illustrated countries, but I would not give this answer right away to my students. I would want to guide them to this answer. In this they look at the picture to find clues that correlate with what the story is saying. Here their comprehension expands.
Building Knowledge 1. KWL Chart - Prior Knowledge, Vocabulary
RIT 7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
The students will fill in this chart with what they already know about the book, by the title and pictures within the book. After writing what they know, they will write questions they think will be answered within the book. The above image is an example created by me. Some of the questions and phrases could be written by a student. I would most likely use this image as an example for my students. This activity will help the student build their prior knowledge and vocabulary. I will have each student keep their KWL chart in their books, so that if they come upon something interesting, they can write it in the chart, or question why that interesting facts came up.
2. Cause and Effect - Comprehension, Vocabulary
RIT 7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
This activity will occur during the middle of the reading, or towards the end. For this activity, the students will think of a cause and answering effect. The directions are at the top of the worksheet. During this activity, the students can use their books to find both causes and effects. They will build their understanding of what is going on in the book, and can use new words that they have found in the book to add to their sentences.
3. Museum Box - Comprehension
HSS 6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
During this activity, the students will make their own museum box. As they read through the book, they will find images and ideas that come together to make a central idea. The idea will be the main theme, the head topic for their box. Within the box they will add pictures and phrases they find in the book to support their theme. I think this is a way to help my students understand the central themes in the book.
Consolidation 1. KWL - Comprehension, Vocabulary
RIT 7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
This is the same activity from the Building Knowledge section. By the end of the book, I will want the column labeled, What I Learned, to be fully completed. Since the students will keep their KWL charts in their books, so they could continue working on it. I hope that my students would also find new words in the book, and when talking about their charts at the end of the book, I would ask students to offer up any new words they had found and what their definitions are. Using this chart, the students will have an activity that they can use throughout the book so that they have something to keep building their comprehension and knowledge.
2. Into the Future - Comprehension, Vocabulary, Fluency
RL 7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
During this activity, my students will use their KWL charts and the other knowledge they have picked up while reading the book. The knowledge they have gained will help them during this activity. I want the students to write a chapter, continuing the story. While they write their chapter, which I have an example of above, my students will think about what has happened in the book, and use previous ideas within the book to support their new chapter. I find this is a great way to build their comprehension, vocabulary, and even fluency. After my students have written their chapter, I will have them exchange their chapter with another student. From there, they will proof read the other student's chapter, and possibly even another student's chapter. I believe this exchange can help students with their fluency.
3. The Real WWI - Comprehension
RL 7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
The ending activity will be a video. It could be this video or another video of this kind, showing the similarities between World War I and this book study of Leviathan. I would have my students watch the video,and then we would all discuss the similarities and differences between the video and book. During the discussion, I would try to turn the discussion towards the ways that Scott Westerfeld made the world of reality twist and change to create the world of Leviathan.
http://evesfangarden.com/blog/2010/08/02/the-ugles-leviathan-scott-westerfeld/
Anticipation
1. Vocabulary Puzzle - Vocabulary, Phonics
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This first activity is all about vocabulary that will be found in the book. It also includes vocabulary around the setting of the book. There are directions on how to do this activity above the puzzle pieces. All the students have to do is put the puzzle pieces together, fitting word with definition. For this activity, the student can either do the puzzle pieces online using the classtools.net website, or I could have all of the puzzle pieces cut out for them to put together on their desks. During this activity, the students will grow in their vocabulary knowledge and their phonics. For some words, the students could break them apart to find words or pre-fixes they know well.
2. Picture Show - Comprehension: Prior Knowledge
I will use the Picture Show to show my students parts of the book. This way of showing the illustrations of the book is very similar to a picture walk. As my students and I move through the pictures, we will talk about what is going on in the pictures and how it could relate to the story. From the pictures, we could talk about how the story will develop and where the author wants the story to go. During this activity, the students will grow in their knowledge of figuring out what could potentially happen in the book. They learn to think ahead, and picture the stories in their head.
3. Maps - Comprehension
As the book includes places in Europe, I want my students to know where those places are. By providing them with a map and talking about the places on the map, I can help my student's with their understanding of where everything is taking place in the book. Besides the places on the map, I can talk about the illustrations on the map. I would ask my students if they see any similarities between the countries due to the illustrations. If they did or did not, I would try to point out how certain countries have animal like creatures, while others have machines. This is because of alliances between the similarly illustrated countries, but I would not give this answer right away to my students. I would want to guide them to this answer. In this they look at the picture to find clues that correlate with what the story is saying. Here their comprehension expands.
Building Knowledge
1. KWL Chart - Prior Knowledge, Vocabulary
- RIT 7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
KWL_1The students will fill in this chart with what they already know about the book, by the title and pictures within the book. After writing what they know, they will write questions they think will be answered within the book. The above image is an example created by me. Some of the questions and phrases could be written by a student. I would most likely use this image as an example for my students. This activity will help the student build their prior knowledge and vocabulary. I will have each student keep their KWL chart in their books, so that if they come upon something interesting, they can write it in the chart, or question why that interesting facts came up.
2. Cause and Effect - Comprehension, Vocabulary
- RIT 7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Cause and EffectThis activity will occur during the middle of the reading, or towards the end. For this activity, the students will think of a cause and answering effect. The directions are at the top of the worksheet. During this activity, the students can use their books to find both causes and effects. They will build their understanding of what is going on in the book, and can use new words that they have found in the book to add to their sentences.
3. Museum Box - Comprehension
During this activity, the students will make their own museum box. As they read through the book, they will find images and ideas that come together to make a central idea. The idea will be the main theme, the head topic for their box. Within the box they will add pictures and phrases they find in the book to support their theme. I think this is a way to help my students understand the central themes in the book.
Consolidation
1. KWL - Comprehension, Vocabulary
- RIT 7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
KWL_2This is the same activity from the Building Knowledge section. By the end of the book, I will want the column labeled, What I Learned, to be fully completed. Since the students will keep their KWL charts in their books, so they could continue working on it. I hope that my students would also find new words in the book, and when talking about their charts at the end of the book, I would ask students to offer up any new words they had found and what their definitions are. Using this chart, the students will have an activity that they can use throughout the book so that they have something to keep building their comprehension and knowledge.
2. Into the Future - Comprehension, Vocabulary, Fluency
- RL 7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
What is After LeviathanDuring this activity, my students will use their KWL charts and the other knowledge they have picked up while reading the book. The knowledge they have gained will help them during this activity. I want the students to write a chapter, continuing the story. While they write their chapter, which I have an example of above, my students will think about what has happened in the book, and use previous ideas within the book to support their new chapter. I find this is a great way to build their comprehension, vocabulary, and even fluency. After my students have written their chapter, I will have them exchange their chapter with another student. From there, they will proof read the other student's chapter, and possibly even another student's chapter. I believe this exchange can help students with their fluency.
3. The Real WWI - Comprehension
The ending activity will be a video. It could be this video or another video of this kind, showing the similarities between World War I and this book study of Leviathan. I would have my students watch the video,and then we would all discuss the similarities and differences between the video and book. During the discussion, I would try to turn the discussion towards the ways that Scott Westerfeld made the world of reality twist and change to create the world of Leviathan.